Albertine Aaberge's Public Library

Trent Batson’s call
how to use diigo (see my earlier post on diigo) and Prof. Torres explained how she uses it in her class. I was particularly struck by how Prof. Torres linked her choice of diigo to her learning goals and developed graduated assignments to scaffold its use for her students; her method could be applied for other instructional technologies.
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- Students had to bookmark, tag, and post summaries of online sources to a diigo group of Latin American Studies Resources . Prof. Torres then drew on those sources to provide context for course readings and discussion.
- The real challenges were motivation and information literacy–why and how to use this tool. To motivate use of diigo, Prof. Torres gave her students specific assignments, and then followed-up on those assignments in class.
- Prof. Torres used intentional learning to help her students develop information literacy.
- using Library of Congress subject headings.

Google Docs –
This tool provides students with a readily available place to complete homework, projects, and other class assignmen
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- Wikis
- allow uploading of curriculum materials such as documents, pictures, podcasts, links to appropriate websites, student resources, presentations, and more. Teachers can build their entire curriculum in their Wiki webpage, along with adding pages for students.
- – is real-time networking for teachers, allowing teachers to communicate beyond their classroom walls for support from other educators, 140 characters at a time. This can occur when a teacher requests assistance for curriculum support or shares a teachable moment with colleagues.
- Twitter
- Twitter is improving teacher professional knowledge, collaboration, self-reflection, and ability to remain current with the latest news and trends in education. The second advantage is when students use this tool to collect information and data from other students around the world.

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